Academic performance predictors: methodological design of a research tool
DOI:
https://doi.org/10.36097/rsan.v1i67.3857Keywords:
Academic performance, Higher education, Content validity, Reliability, Instrument designAbstract
Academic performance in higher education is a multidimensional phenomenon associated with emotional, cognitive, and family-related factors. Its assessment through context-specific instruments supported by psychometric evidence can contribute to a better understanding of the factors associated with student performance. The objective of this study was to design an instrument to assess factors associated with academic performance among higher education students. An instrumental study with a quantitative approach was conducted. The initial questionnaire comprised 20 items derived from a literature review and organized into three theoretical dimensions. Face validity was assessed by 10 evaluators, while content validity was examined by 15 experts using Aiken’s V coefficient. Subsequently, a pilot study was conducted with 102 students. Internal structure was examined through exploratory factor analysis using maximum likelihood extraction and Promax rotation, and internal consistency was assessed using Cronbach’s alpha. Aiken’s V coefficients ranged from 0.82 to 0.96. The factor analysis yielded a KMO value of 0.787 and a significant Bartlett’s test (p < .001). After item refinement, a 15-item solution grouped into four factors was obtained, explaining approximately 65% of the total variance. The reported internal consistency was α = 0.86. Therefore, the instrument showed favorable preliminary psychometric evidence regarding content validity, internal structure, and internal consistency.
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Copyright (c) 2026 Karina Berlanga Resendiz, Sonia Hernández Reséndiz, Claudia Cruz Navarro, Raúl Altamirano Zúñiga
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